Lesson Topic- Causes of World War I
Attention Grabber-Write the word “WAR” on the board. Have students perform an individual quick write where they spend 3-4 minutes brainstorming reasons they think countries may go to war (i.e.-expansion, quest for resources, ideological reasons…). Next, randomly call on students to share their reasons. Write them on the board. As you are doing this, have students generate categories for their reasons. Tell students that today they are going to learn about the causes of World War I.
Materials
KWL Charts
computers
links to World War I websites
SEA worksheets
graphic organizer for student notes Procedure
1. Break students into five groups. Each group is going to be assigned one of the five causes of World War I- Militarism, Alliances, Industrialization, Imperialism, and Nationalism.
2. By this point in a typical Western Civ class, students have been exposed to all of these ideas, either directly or indirectly. Therefore, completing a KWL chart for their cause should be fairly easy. Distribute a KWL chart to each group with the following directions: a. write your assigned cause at the top of the KWL chart
b. as a group, record all that you know about your assigned topic.
c. next, record all that you want to know about your topic as it relates to World War I
3. When the KWL charts are completed, have each group get two computers. Students should log in and go to the class web page.
4. Note: Prior to the lesson, the teacher should place some links to quality websites that provide photos and posters from the World War I time period. For example, Trenches on the Web
5. Each group is to find two photos or posters that relate to the assigned topic. The photos or posters must be from the World War I era. When students find their photos or posters, they are to complete two SEA worksheets.
6. Each group will present their photos to the class using the class Smartboard. Presentations will be evaluated according to the following criteria:
a. Students explained the meaning of their concept and described how it helped to cause World War I.
b. Photos and/or posters were incorporated into the explanation.
7. During the presentations, the class will take brief notes using a teacher created graphic organizer.
Closure
Explain to students that they can easily remember these causes by remembering the mnemonic MAIN, (M= militarism, A= alliances….)
Critical Thinking Skills
-observations, drawing inferences
Curricular Integration
This lesson will serve as the foundation for a 6-8 day World War I unit. It is a pivotal lesson in the Western Civ course because it involves major concepts presented in previous units.
Joe,
I like the activity you explained that you do to get the students thinking. I also like how you have them share their responses so that students can also see another person's perspective! I think this opening activity provides an open nonthreatening way for students to express their opinions and thoughts.
Jeanine
Joe
I think it's a great idea that you're having the students find the posters/pictures rather than the teacher supplying the photos to them. It takes analyzing one step farther ... they have to decide which one would work for their sitution! Diane
Attention Grabber- Write the word “WAR” on the board. Have students perform an individual quick write where they spend 3-4 minutes brainstorming reasons they think countries may go to war (i.e.-expansion, quest for resources, ideological reasons…). Next, randomly call on students to share their reasons. Write them on the board. As you are doing this, have students generate categories for their reasons. Tell students that today they are going to learn about the causes of World War I.
Materials
KWL Charts
computers
links to World War I websites
SEA worksheets
graphic organizer for student notes
Procedure
1. Break students into five groups. Each group is going to be assigned one of the five causes of World War I- Militarism, Alliances, Industrialization, Imperialism, and Nationalism.
2. By this point in a typical Western Civ class, students have been exposed to all of these ideas, either directly or indirectly. Therefore, completing a KWL chart for their cause should be fairly easy. Distribute a KWL chart to each group with the following directions:
a. write your assigned cause at the top of the KWL chart
b. as a group, record all that you know about your assigned topic.
c. next, record all that you want to know about your topic as it relates to World War I
3. When the KWL charts are completed, have each group get two computers. Students should log in and go to the class web page.
4. Note: Prior to the lesson, the teacher should place some links to quality websites that provide photos and posters from the World War I time period. For example,
Trenches on the Web
5. Each group is to find two photos or posters that relate to the assigned topic. The photos or posters must be from the World War I era. When students find their photos or posters, they are to complete two SEA worksheets.
6. Each group will present their photos to the class using the class Smartboard. Presentations will be evaluated according to the following criteria:
a. Students explained the meaning of their concept and described how it helped to cause World War I.
b. Photos and/or posters were incorporated into the explanation.
7. During the presentations, the class will take brief notes using a teacher created graphic organizer.
Closure
Explain to students that they can easily remember these causes by remembering the mnemonic MAIN, (M= militarism, A= alliances….)
Critical Thinking Skills
-observations, drawing inferences
Curricular Integration
This lesson will serve as the foundation for a 6-8 day World War I unit. It is a pivotal lesson in the Western Civ course because it involves major concepts presented in previous units.
Joe,
I like the activity you explained that you do to get the students thinking. I also like how you have them share their responses so that students can also see another person's perspective! I think this opening activity provides an open nonthreatening way for students to express their opinions and thoughts.
Jeanine
Joe
I think it's a great idea that you're having the students find the posters/pictures rather than the teacher supplying the photos to them. It takes analyzing one step farther ... they have to decide which one would work for their sitution! Diane